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Welcome to Part II, The Art of Focus: Emotional and Organizational Strategies for Success.

What happens when you give your child a task but several minutes in, they’ve abandoned the task and are already engaged in something else? Do you find yourself repeating instructions, shaking your head in frustration, exacerbated to the point of eventually yelling?

Instead of reacting, it’s important to develop a sense of anticipating the actions which may emerge and subvert them with a combination of intelligent planned and emotionally supportive behavioral applications. Our Team at the OAS Center can help you develop and implement strategies tailored specifically toward your child. Whether you struggle with an unruly child, often termed ODD (Oppositional Defiance Disorder,) a child with hyperfocused disorder due to ADHD, with autism, or with sensory processing overload, know that you’re not alone!

We are here to help you understand how to shift your child’s behavioral patterns. Adults who implement these simple tools will benefit twofold: you’ll experience a shift in your child’s behavior while simultaneously embracing feelings of hope and success instead of frustration and emotional depletion. Welcome to a sustainable future, the next phase in your relationship with your Focus-challenged child!

What exactly is Attention-Deficit/Hyperactivity Disorder (ADHD)?

The National Institute of Health defines ADHD as:

“Attention-deficit/hyperactivity disorder (ADHD) is a disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.

• Inattention means a person wanders off task, lacks persistence, has difficulty sustaining focus, and is disorganized; and these problems are not due to defiance or lack of comprehension.
• Hyperactivity means a person seems to move about constantly, including in situations in which it is not appropriate; or excessively fidgets, taps, or talks. In adults, it may be extreme restlessness or wearing others out with constant activity.
• Impulsivity means a person makes hasty actions that occur in the moment without first thinking about them and that may have a high potential for harm, or a desire for immediate rewards or inability to delay gratification. An impulsive person may be socially intrusive and excessively interrupt others or make important decisions without considering the long-term consequences.”

Parenting Skills and Organizational Strategies for Success

We agree with the NIH that a crucial aspect of behavioral success with ADHD kids is modifying how you relate to your kids. Termed Parenting Skills Training, or behavioral parent management training, the NIH terms this as “an effective means of combatting lack of attention.”

A few simple suggestions follow:

Setting a Timer:

Setting a timer can be an effective method of combatting anxiety and helping kids prepare for a specific task. Let’s say your child wants to playing piano, but can’t seem to practice for more without frustration. They may complain that it takes for-ever, but you know all they put is a total of 7 minutes of practice spread out amongst 30 minutes of avoiding practice. (side note: music lessons are an effective way of channeling and focusing the energy of ADHD kids.)

First, you must agree on a specific manageable time frame, let’s say, 10 minutes to start. This action already places a finite end to the task, which empowers the child. Additude Magazine says, “For a child with ADHD, the general rule of thumb is that a task is most likely to get done when the child knows that “the end is in sight” at the beginning of the task. It’s easier for kids with ADHD to do six five-minute chores than to do one 30-minute chore.”

Additionally, by allowing your child to set the timer themselves, you’re reinforcing their sense of control over the situation. Once the timer rings, allow your child to get up, stretch, and show you what they just did. Take a little break, before starting the process all over again.

In the beginning, you may only successfully run through two 10 minute sessions. As time goes on, the task becomes less daunting and more approachable and your session times will increase. You may play with increasing the time by just one or two minutes to begin. It will also be very helpful to embrace some of our physical strategies discussed last week, such as wiggly seat bottoms for kids who simply can’t sit still. Or, allow for your student or child to work on the task at hand in a non-traditional way, such as at a standing desk.

Additude Magazine also encourages us to ask our child to estimate how long a task will take. “Your child may think it will take an hour to do his math homework. If he finds it took him only 15 minutes, he will be pleasantly surprised — and much less likely to procrastinate the next time he has to tackle it.”

Create Opportunities for Kids to Interact in between breaks:

In conjunction with the timer, we recommend spacing out your breaks for at least 50% as long as you set the task, timer: if your kid studies for 20 minutes, give them at least a 10 minute break from studying. Then back on again to studying for 20 minutes.

During these breaks, it’s up to you if you want to allow for your kid to use their screen, which can be used as a reward. We suggest first trying to create an opportunity for engagement and interaction in other modalities. You might go over the material they just accomplished, or you might reflect on their school day, the music they like to listen to, or their relationships with their peers. Or you might join them for a dance party listening to their favorite music. Paying attention, praising, and sharing time with your child is crucial.

Once you return back to the activity or task, sit down next to your child, even if all you’re doing is reading a book or working on bills. Your presence alone is a grounding, comforting force that helps them focus.

Give Power Back To Your Kid: Allow Them to Choose and “Own It”

Let your kid choose which activity they want to do first, second, third, and so on and if possible, let them choose the scope and nature of their projects. By providing choice, you are gifting them with a sense of power and control over their environment. The act of ownership reinforces their sense of will and accomplishment.

Hyperfocused Kids? Try scheduling Less Breaks!

This may seem contradictory, but for kids who have a tendency to tunnel focus, or hyper focus on one activity, it may be helpful to schedule less breaks rather than the traditional 10 minutes ON, and 5 minutes -10 minutes OFF mode of behavior. With less breaks, students who tend to hyperfocus are more likely to enter that flow state and be able to accomplish tasks with greater ease.

Embrace Problem Solving with Creativity

Most kids enjoy solving problems because it’s a part of our inherent, natural play instinct. Kids want to figure out how to climb up that tree, for example, and might spend hours constructing a stepstool, a ladder, or a rope mechanism which allows them to do so.

This same sense of play can be extended into home, classroom activities and chores by creating a game. Let’s say you’re working with a group of kids and you follow all of the steps outlined above, including allowing your kids to determine how they’re each going to contribute to the project at hand. Now, if you add the incentive of creating a class video which highlights the process, all of the sudden, following through on a task becomes all the more fun – because there’s a video at the end you can share on Google Classroom with parents and family.

Professor John Spencer, terms this theory Engagement: “The bottom line is that students don’t have short attention spans. They can focus for hours on a single project. But it has to feel relevant and meaningful to them and they need to have the time and the space to accomplish it. It’s not easy in a world of school bells and curriculum maps. However, it’s something we should strive for. We should draw students in to the deeper, slower work of creativity — because when that happens, learning feels like magic.

Step outside the traditional box of fixed roles, subsets and tasks and let your imagination fly. Once you do, you’ll be surprised and delighted at how much more attentive, interested in and focused your kids are!

Questions? Concerns? Contact us.

“Kids these days. No discipline. No respect. They can’t sit still or focus on anything. Constantly distracted. They never finish what they started. I don’t get it. How are they going to survive in the real world? It’s a nightmare and I’m exhausted!”

Sound familiar? Yup, and even more so if you work with children and young adults suffering from hyperfocused disorder due to ADHD, ODD (Oppositional Defiance Disorder), autism, or sensory processing overload. Problem is, there doesn’t seem to be one, clear-cut issue and solution:

Some cite the link between our gut, immune system and psychological state of being. They refer to a compromised gut microbiome, exacerbated by over-prescribed antibiotics, hormones in our diary and meat, processed sugar, wheat and other junk food.

Solution: Dietary. Implement an elimination diet-based eating plan, such as GAPS (Gut and Psychology Syndrome), ketogenic, gluten-free, dairy-free, or lectin-free.

Still others trace it back to media: Did you introduce a screen at too young of an age? Well, they might say, you did this to yourself.

Solution: None. Too late. You’re screwed.

Others blame it entirely on present-day social media, platforms in which minute snippets of attention are rewarded with likes and endorphin rushes and hardly anyone ever sticks around for more than 30 seconds.

Solution: Remove or reduce all social media.

Still others, those locked in older-school mentalities of being may simply refuse to acknowledge that there is a problem at hand. They may term these problems as arising from modern, spoiled disobedient kids.

Solution: Return back to shaming and old-time punishments.

Luckily, we now know better than this and we must firmly state that science, psychology and basic humanity do not support shaming or corporal punishments. Corporal punishment produces fear and the illusion of temporary obedience. But in the long run, it generates trauma, anxiety, depression and PTSD (post traumatic stress disorder); it also stifles a kid’s personality, confidence and sense of self.

We can also assure you that kids are not just clever procrastinators. Most of the time, kids attempt the task at hand: they simply lack the skills to complete it, which leads to power challenges and heightened negative emotional states.

The art of completing a task is not dependent on a fixed subset of behavioral modifications: in fact, it’s quite the opposite. The art of completing a task depends on your ability to ride the emotional waves that may come at you.This is drastically different than being on the defense, and constantly fighting the intrinsic emotional state that accompanies your child’s lack of focus.

If we don’t understand how to ride these emotional waves with intelligence and grace, the act of maintaining a young person’s attention can become one of the most draining tasks of your day. Adults who don’t understand the simple tools available to them to shift a young person’s focus usually end up frustrated, lose their temper and come home emotionally depleted.

Why do this to yourself? 

There are simple tools you can implement right now to help your situation. First, assess your child’s avoidance strategy. Is it physical? Emotional? Or Both? This article tackles physical strategies. We’ll address emotional strategies in part II.

Questions? Contact us. Our professional team at the OAS Center is here to help you.  

Environmental Awareness and the Importance of Physical Activity

Environment is crucial and the first thing you need to ask yourself, is, “How can I make my environment more habitable and comfortable for my child?”

Safe Space

Create a safe space for the child to self-regulate. Some schools of thought term these spaces a Peace Corner or a Calming Corner, a space usually constructed out of pillows or bean bags. It can be very helpful and soothing to provide a womb-like atmosphere in the Peace Corner by enclosing it with “walls” and a “ceiling” to contain the energy: both of which you can create yourself with colorful and soothing fabrics or by purchasing a small indoor teepee, or kids’ play tent easily found for under $40 at Walmart, Target and other online providers.

Provide tactile toys, fidget toys and plush comfort objects in this space. Encourage the child that this space is a safe space to experience “strong feelings.”

By empowering children with a self-regulated “out” from everyday life, you are empowering them to take charge of these feeling and emotions which often predate and accompany a lack of focus. Peace Corner decorating ideas are abundant online.

Physical Activity

It’s important to recognize that fidgeting, squirming, getting up and wandering over to do something else – all signs of physical avoidance, are often due to a true inability to sit still.

Most people, kids in particular, don’t get enough physical exercise and activity and every year that becomes worse. The more technology we allow in our lives, the less we move around.  Children, in particular, are most susceptible to this lack of movement.

As an adult, we might be able to contain our body’s frustration derived from lack of movement, but as a child or young adult, we may not have the tools to express our needs.

Perhaps more importantly, we may not be given the permission to move and shake-off stress the way in which we were biologically primed to do so.

Kids still have stores of boundless energy and an inherent desire to move and play. Without an outlet and permission to do so, subconsciously, they hold it in until they encounter a stressful situation, and all of the sudden – BOOM! Movement emerges, though usually not in a productive manner.

Physical Movement as a purely biological response.

Excess energy needs an outlet, and not given one, that energy simply builds and builds.

Add on a psychological layer of stress – a task that’s perceived as dreadful, scary or uninteresting, and the body responds to a simple task as a perceived threat. Adrenaline increases, our focus narrows and we enter a state of fight or flight. Back in primal days, this served us well: there were true threats to our lives, such as a tiger, lying in wait. Today, most of us don’t need to physically run for our lives. But our bodies don’t necessarily distinguish between a real-life threat and a psychological one.

A test that needs to be studied for may still cause the body stress, and one of the most primal ways to shake off the threat of stress is by involuntary shaking. This reaction is termed Therapeutic, or Neurogenic Tremors. It helps us shake off stress and trauma and occurs in all mammals.

Most of us in modern society suppress the urge to shake off trauma; the energy simply builds and builds until it can’t be contained anymore. But animals do this all the time. We’ve all witnessed a dog encounter another dog, who behaves aggressively – growling, lunging and territorial. After the initial exchange, what happens? Both dogs shake off the stress, walk away, and are fine. They may even go back to playing with each other.

Avantgarde therapy techniques employ shaking as a method of releasing stress, but we do not recommend these unless under the care of a trained professional. A more manageable approach is to create the possibility for physical activity, which may not only negate the need for the involuntary tremors altogether, but also provide positive stimulation for ADHD kids

Tips and Tricks for physical activity (PA) to help diminish ADHD

The need for PA, or movement is well documented National Institute of Health (NIH). This study, published in the NIH Frontiers of Psychology, states: “Vigorous PA interventions in general address several areas that are problematic for children, adolescents, and adults with ADHD. For instance, short- and long-term interventions for increasing vigorous PA have led to improved mood and improved executive functioning (i.e., neuropsychological functions as for instance inhibition, shifting/task-switching, working memory), especially to improved inhibition performance in children, adolescents, and adults.”

You can create the opportunity for self-regulated movement with simple tools, such as this fidget spinner yoga poster. You may also createpermission for movementprior to, and during the activity with structured movement activities:

1. Side body stretches do the body wonders. They not only open up our capacity for increased oxygen intake by stretching the rib cage and allowing for a deeper breath, they physically release energy by opening up the lateral body.  Stand comfortably, feet hips distance apart. Lift up one arm, high to the sky and stretch. Ground through the same side of the body by pressing down into your heel and across into the ball arch of the foot. When you can’t stretch vertically anymore, begin to reach your arm up and over like a crescent towards the other side. Take three deep breaths. Switch sides.

• Forward folds with the legs wide apart and knees soft. Stretch your legs wider than your hips. Place your hands to your hips, softly bend your knees and allow your torso to hang. Release your arms and gently sway from side to side, or forward and back.

• Full body standing twist. Stand with your feet wider than hips distance apart, soften your knees and begin to twist from left to right, allowing the entire torso and pelvis to move. Now twist even deeper by allowing your arms to swing from side to side. You may notice your arms swinging and floating way out to the sides of your body. Don’t try and control it. Just let your body and arms swing.

• Want something more vigorous and aerobic? Try jump rope, jumping jacks or planking.

All of these are helpful in not only dispelling pent up energy, but in also creating an increased focus for activities. Another NIH study, titled, “Emerging Support for a Role of Exercise in Attention-Deficit/Hyperactivity Disorder Intervention Planning,” supports the need for any type of physical activity. Physical activities may “vary from very simple repetitive motions (e.g., running, walking) to complex activities that engage cognitive skills (e.g., sports games, obstacle courses, video games). Intensity is typically defined by percentage of an individual’s maximum workload measured by assessments of oxygen uptake or heart rate.”

This study concludes with, “Taken together, this body of evidence suggests that exercise impacts structural brain growth and functional neurocognitive development, which in turn could have lasting effects on the trajectory of ADHD.”

Not up for an in-class or at-home or in-class stretch sesh?  Have a student who resists being led into physical activities?

Seamlessly Integrate Physical Activities Into the Task At Hand:

Try integrating movement within the task at hand by using fidget toys and sensory tools.

We love these wiggly bottom cushions, such as this model, aptly titled, “Therapist’s Choice Stability Balance Disc.”. Wiggly bottom cushions provide an opportunity for continuous movement in a controlled setting. And the bonus is that they force the student to use their deep core stabilizing muscles, an added physically therapeutic bonus. This article explores and recommends other types of sensory wiggle seats.

Let us know how you feel about incorporating some of the movement strategies and please check out our follow up article The Art of Focus Part II.

Anxiety:  We’ve all experienced it and witnessed it, and it ain’t pretty.

As adults, we may have learned tools and methods to control our anxiety. But when anxiety manifests itself in children without the language or the means by which to identify their inner struggle, anxiety can not only be difficult to diagnose, but even more challenging to effectively address. 

Common Signs of Anxiety in Children

Anxiety is often accompanied by a wide variety of external factors, stimuli and expression, ranging from withdrawal, agitation, restlessness, inattention and poor focus. Anxiety may also manifests in somatic symptoms of stress, such as stomachaches, headaches or restlessness. 

One of the most common reactions to anxiety is the avoidance of regular activities: this is usually accompanied by an emotional outburst such as tantrums and crying. Your child may suddenly refuse to go to school and have massive meltdowns before school about how their clothing, hair, shoes or socks looks or feels. Or the meltdowns may come after school about homework. Parents often witness the meltdown triggered by transitions, such as the transitions between school and other sports and activities. Meltdowns may also accompany performance-related anxiety for children who hold themselves to extremely high standards for homework, sports, school and artistic endeavors. 

Not only is anxiety present throughout the day, but children with anxiety often have a difficult time relaxing and settling down for bed, compounding the stress factor the next morning when they awake. When children live with anxiety, their bodies are under a constant deluge of stress hormones, which creates a snowball effect upon their health and well-being, causing even more anxiety. Poor sleep, inability to relax, shortened breath and fear become the norm. It’s no wonder these children lack the ability to be calm and present: their bodies are overworked and  overstressed.

Anxiety is Stress

Clinically speaking, anxiety is classified as a stress related mental health disorder. 

When the body experiences stress, it does not differentiate between non-fatal modern day stressors and the ancient stressors we faced when living in caves and fighting for our lives. 

The body reacts in the same way, and fight-or-flight takes over the nervous system and immediately triggers the release of cortisol and adrenaline, preparing us to whatever we are doing and run or fight for our lives. 

As adults, we may react verbally, by yelling and cursing at other drivers when in the throes of road rage, for example. As negative as this reaction is, it is still a reaction and one under our control, one which allows our nervous system to release some tension. 

Children often react by crying and having a tantrum, or suddenly refusing to do those things that we adults perceive of as normal, everyday functions. These reactions  which may come as a result of a non-threatening phrase for an adult –  “Let’s get dressed for soccer practice, honey,”  – all of the sudden trigger fear and anxiety in the child’s body. Their young body reacts to fear and anxiety with a flood of cortisol and adrenaline, the same hormones that our ancestor’s bodies released when faced with a sudden attack by a saber toothed tiger. Without the tools to understand why they are feeling anxiety and fear, or even the language to be able to identify these feelings, children are faced with the effects of the feelings, oftentimes too frightening to process. And the result is physical behavior that can be extreme and unexplainable. Other common symptoms of anxiety in children include selective mutism and obsessive compulsive disorder.

Under such conditions, it’s not difficult to see why children with anxiety act out in ways that may baffle the adults around them. Frequently, these behaviors become more persistent, intense and frustrating over time., Oftentimes, anxiety can be misdiagnosed as a learning disability or attention deficit disorder because it is usually present in conjunction with other disorders.  

How to Manage Anxiety

As educators and therapists, our staff at Specialized Therapy Services and The OAS Center is here to help you and your family manage your child’s anxiety with a blend of evidence and play based therapeutic techniques. We provide a variety of therapies in our clinic and charter school settings including: Speech Therapy, Occupational Therapy, Physical Therapy, Individual Counseling, Psychological Services, and more. For more information find us at https://theoascenter.com

Childhood anxiety often goes away, but the process is slow and requires patience. A more accurate term might be that your child will learn how to handle their anxiety to such a degree that the anxiety will seem as if it is no longer present. And over time, this is what happens. Anxiety becomes less and less of an issue, because your child is given the tools to manage and control their own behavior. Once in control of their behavior, this out-of-control stressor no longer is out-of-control, and the effects of the stressor lesson and may even entirely go away. 

The key to managing stress and anxiety in children is learning to recognize when the anxiety strikes and not punishing your child when they are acting out: remember, this is a child who does not have the full means of controlling their body and emotions. This child needs to have a patient and calm person on the other end of their outburst. If you mirror your child’s anxiety with your own emotional outburst, the process becomes more complicated and difficult to diffuse.

It’s important to recognize that anxiety is rooted in fear. Fear is not diminished by anger, frustration or discipline. Stay calm when your child experiences anxiety and pay attention to your child’s feelings over their actions. Your goal is not to eliminate the anxiety, but to help your child learn to manage it: in doing so, you empower your child to learn to help themselves. 

Instead of keeping your child’s life as anxiety-and-stress-free as possible, give them positive tools before common stressors, such as, “Take three deep breaths.” This simple act forces the child to focus on something other than the root of their anxiety. Distraction is a powerful tool. In being distracted, you’re now asking the child to breathe deeply and oxygenate their system, to calm and slow down. You are helping diminish the stress and fear trigger that flooded their system with cortisol and adrenaline. Three deep breaths may seem like nothing at all, but it is rooted in science and is a powerful technique to introduce body-based mindful awareness tools to your child. 

If your child is old enough to count, follow the three deep breaths with an instruction to increase the length of their exhale in comparison with their inhale. A recent article in Psychology Today notes how a longer exhale helps decrease stress by stimulating the Vagus nerve and combat fight-or-fight stress response. Something as simple as, ““Let’s count to three as we inhale. And now let’s count to five as we exhale” has powerful, long-lasting effects on the nervous system, especially if you can maintain this breath for one and up to two minutes at a time. 

Don’t modify or skip activities because they cause anxiety. This won’t help your child learn to manage their anxiety or live a normal life: your child will simply transfer their anxiety onto other situations. Instead, plan for transitions. Recognize and praise your child for the small accomplishments that they take. And don’t punish mistakes or lack of progress. Remember to give lots of positive reinforcement. 

When you’re faced with an activity that causes anxiety, listen to your child’s fears but don’t empower them. Instead, explain that you will be there with your child every step of the way. Tell them it’s okay to be scared, nervous or worried. Tell them this is normal. Practice with them a coping skill, like our longer exhale breath technique, and then tackle the activity together. Your child may not be able to effectively handle their anxiety right away, but with patience, time and practice, you will both get better at handling anxiety-inducing situations.

If you know you can’t be there with your child when the anxiety-triggering situation presents itself,talk out the situation before it happens and coach them through practice scenarios on how to deal with their anxiety. For example, a child with separation anxiety might need to have a specific adult like a teacher, other parent, or counselor to connect with if mom or dad aren’t around. If your child knows that this particular adult is “safe,” automatically, their anxiety is lessened. It may also be helpful to share your anxiety-reducing tools (such as our Three Deep Breaths) with this adult so that they can practice your child’s anxiety-reducing techniques with them.

Also remember that as a parent and educator, it’s important for YOU to model healthy anxiety coping skills. Our children are master observers. If they see you becoming inexplicably angry or constantly complaining to other adults in your life about how stressed you are, they will interpret your stress and anger within their body as fear of the unknown. That fear then translates to anxiety. Certainly, life can be stressful and we’re not saying that you shouldn’t ever be stressed, fearful, anxious or angry: to live so is not human. But what is human is to live and learn how to manage our anxiety so that we can model these behaviors to our young ones. 

Remember that children learn the most by watching. When you react to stress with anxiety, make sure to take time afterwards to explain why you felt these things and how you are dealing with them. 

Share your tools on dealing with anxiety with your children. When you take the first step in managing your own anxiety, your children will see and realize that anxiety is normal and that it’s OK to be anxious. That permission alone will lessen their need to demonstrate negative anxiety-coping behaviors.  In voicing your feelings and sharing your coping methods, you not only show your children that you are human and that you experience the same things they do, but you will empower your children manage their anxiety and become more mindful citizens of the world. 

Think Your Child Might Have an Anxiety Disorder, but not sure?  Take this quiz offered by the Anxiety and Depression Association of America.

Social Media Affecting Teen Depression

Social media has become a daily method of communication even though the research consistently points to the fact that the more time we spend on social media, the more depressed we are. The level of social media-linked depression increases at an exponential rate for teens because of a lack of support structure in place, and also because the human brain still in the process of development until the age of 25, and therefore, increasingly subject to influence during these crucial formative years. In the spectrum of mental health disorders, social media as a trigger and a cause is relatively new and this phenomenon is still being studied. The United States National Institute of Health has conducted some of the most rigorous data-driven research protocols examining this very subject.

Psychological Effects of Social Media on Youth

The National Institute of Health (NIH) has officially linked teen depression linked to social media use. Teens affected with social media-linked depression often describe feelings of anxiety, envy, narcissism, poor body image, loneliness and decreased social skills. These affects are cross-cultural and not linked to socio-economic status. 

Social-media linked teen depression has become so prevalent that the NIH is currently conducting yet another research study “to understand the causes of depression, the teen brain, and evaluate new treatments. Studies enroll participants, ages 11-17, for research assessments, brain scans, talk therapy or other standard treatments.” 

How Does Social Media Affect Self Esteem?

Social media’s effect on self-esteem results from:

1. comparison of self with others (usually to highly curated images not depicting “life as it is.”
2. The perception that one is being left out, also known colloquially as FOMO (fear of missing out), a term coined specifically to describe “anxiety that an exciting or interesting event may currently be happening elsewhere, often aroused by posts seen on a social media website.”

Dr. Jennifer Rhodes terms this a paradox affect, wherein we are connected to every one of our friends on social media, and yet our reality is that we are more disconnected than ever before and less likely to venture outside of our screen for human interaction. Our online friends’ lives are depicted in such glorious and bright terms that we perceive that their lives are filled with so many options, none of which are currently available to us. 

Social media also causes unrealistic expectations, negative body image, and addiction. Teens catch themselves comparing their physical features or daily life to people who they’re envious of, a cycle fueled by Influencers and You Tubers and which has no end in sight.  

Donna Wick, EdD, founder of Mind-to Mind Parenting, says “that for teenager’s the combined weight of vulnerability, the need for validation, and a desire to compare themselves with peers forms a perfect storm of self-doubt. She’s so thin, her grades are perfect. What a happy couple, I’ll never be that cool, that skinny, that lucky, that successful.” These thoughts often plague the mind of children who suffer from depression or anxiety.

What can YOU do as a concerned parent or educator? 

Signs of Depression
It’s important to recognize these classic signs of depression and anxiety in teens, according to the The NIH:

1. Does my child seem irritable or sad for days? Not interested in activities that he/she usually finds fun?
2. Have my child’s eating habits changed?
3. Does my child spend less time with friends?
4. Has school suddenly become a struggle?
5. Despite my child’s low energy, does he/she become riled up and angry easily? 

Social-media affective depression might be classified as typical depression – there is a cause and effect, and the factors involved in each can be manipulated. 

We also wish to share these three signs of atypical depression from Psychology Today:

1. Self-Harm
2. Chronic Substance Abuse
3. Suicide Ideation or Attempts

Teenage Counseling Services

Teenage counseling services can be an excellent tool in developing skills for current and future problems. The effects will be life-long by gaining insight in self-regulation, setting boundaries, coping strategies, social skills, and self-esteem. 

Teen Therapist

If your teen is suffering from depression, reaching out to a licensed professional can help your child navigate their emotions and regain his/her sense of self, learn to manage time online and rebound back into a healthy dialogue with self, friends and the world around them. Teens not only need someone to hear them, they also need practical tools to help them manage their ever-shifting world. 

Teen Therapy

Specialized Therapy Services partner with Charter Schools in order to provide Special Education services to students. Our ERMHS (Educationally Related Mental Health Service) therapists work with students on their social-emotional goals in schools to help improve mood, learn helpful coping strategies, and increase academic success.

Frequently Asked Questions:

By Alyssa Safran, LMFT

As the national discussion on autism continues to progress, so too does the debate over best practices and treatment options for individuals with an autism spectrum diagnosis. Today, 1 in 59 American children is diagnosed with an autism spectrum disorder each year (Autism Speaks, 2018). The DSM V describes an autism spectrum disorder as “persistent deficits in social communication and social interaction across multiple contexts, manifested by deficits in social-emotional reciprocity, nonverbal communicative behaviors, and deficits in developing, maintaining, and understanding relationships” (DSM V, 2013). Though autism occurs on a spectrum with symptoms ranging from mild to severe, the majority of all individuals with an ASD, regardless of severity, report feeling challenged by their own cognitive rigidity. This lack of flexibility impacts many areas of life including: communication, pragmatics, relationships, and coping skills. When children are younger, cognitive rigidity often presents as difficulty working through frustration, meltdowns, perseveration on limited topics of conversation, or adverse behaviors. As children age, cognitive rigidity not only impacts pragmatic skills, but can also lead to excessive negative thoughts about self and the world around him/her. Many studies (Chandrasekhar, 2015; Hammond, 2014; Strang, 2012) show an especially high correlation between children with autism and a diagnosis of anxiety and/or depression. The science behind this finding suggests that humans have a tendency to pay more attention to negative events versus positive events. For individuals on the autism spectrum who are already contending with a higher level of cognitive rigidity than most, negative thoughts are especially detrimental, in that they can exacerbate negative views of self and reinforce isolation from others. This article seeks to explore the benefits of Cognitive Behavioral Therapy as an acceptable treatment modality for older children, adolescents, and adults on the autism spectrum.

 

While there is no “cure” for autism, various therapies exist to minimize and manage symptoms. For many parents, determining the “right” therapy for their child can prove to be a challenging quest. After the initial diagnosis of an autism spectrum disorder, parents are usually encouraged to pursue behavioral therapy to target the most “outward” signs of autism (self injurious or aggressive behavior, communication challenges, inability to regulate emotions, food aversion, etc). Applied Behavioral Analysis (ABA), is the most commonly recommended therapy for younger children on the spectrum. This evidence based intervention is designed to reduce unwanted behaviors and to promote the growth of foundational concepts in communication, social skills, and independent living. ABA tends to provide structure and routine, and primes the child for social and emotional growth. Once foundational communication, social, and coping skills are learned and maintained, behavioral therapy is reduced. As children on the spectrum age, the focus of treatment often shifts from managing behaviors, to improving social skills. Towards the end of the elementary school years, children on the spectrum often report an increased awareness of social difficulties, and a distinct feeling of differentness from peers. Adolescence can prove to be a particularly challenging time, as individuals on the spectrum become increasingly aware of challenges to “fitting in” socially with peers.

Research affirms Cognitive Behavioral Therapy (CBT) as an effective and acceptable treatment modality for pre-teens, adolescents, and young adults with an autism spectrum disorder. This particular modality of therapy combines talk therapy and behavioral therapy, and operates under the assumption that an individual’s thoughts can evoke positive/negative emotions, which drive behaviors. The ultimate goal of CBT is to replace negative thoughts with positive, realistic thoughts, which ultimately impact an individual’s ability to respond to challenging situations.

Participants in therapy are taught to understand the impact of their thoughts on behavior and learn to reframe negative thoughts in order to avoid falling into negative thinking patterns.

 

Individuals with an autism spectrum disorder tend to respond well to CBT, as this modality targets cognitive rigidity and concrete thinking. For many individuals on the spectrum, the world is viewed from a very “black and white” perspective, and can ultimately lead to negative thoughts about the self or world around them. Common negative thoughts such as “If I try to fit in, I’ll fail;” “If I stay away from people, I won’t get hurt;” or “I can’t understand what is going on in [my] world” are often reported by individuals with an ASD. Negative beliefs can become self-fulfilling prophesies and pose serious challenges to the individual forming positive relationships and achieving personal goals.  Research shows that not only do negative thoughts tend to “stick in our memory longer than positive thoughts” but also can change the way the neurons fire in the brain. Each time a negative thought is formed, a new network between neurons is created. The more times an individual accesses a negative thought, the stronger the bond between neurons becomes. Over time, negative thoughts lead to subconscious habits.

CBT is effective in helping the individual to  identify ways in which their patterns of thinking, feeling, or behaving may be more or less helpful (or accurate) and can dramatically improve one’s interactions with peers, family, and the world around him/her.

 

Many therapists are trained in the techniques of CBT and are able to offer as a modality of treatment. For parents who are unable to afford therapy sessions but are still interested in helping their child address negative thoughts, a variety of online, interactive programs exist. Coping Cat and Go Zen offer affordable, interactive, and family friendly materials. For more information about CBT services offered at the OAS Center, check out our website at https://oascenter.wpengine.com.

While there is no known cure for autism, autism is treatable and a variety of therapies exist to help minimize symptoms. Autism can impact a child in many ways: communication, eye contact, social skills, emotional regulation, and behavior are frequently affected. Such challenges can lead to difficulties accomplishing independent developmental tasks, navigating social situations, and remaining in the general education setting. Autism research points to the effectiveness of behavioral therapy as one of themost effective interventions for children with an autism spectrum disorder.

What is Applied Behavioral Analysis?

Applied Behavioral Analysis therapy (ABA) is often the most recommended therapy for a child who has been newly diagnosed with an autism spectrum disorder.ABA is a behavioral intervention that aims to assist a child with developing essential skills related to social interaction, communication, and self care through the use of positive reinforcement. Children are taught various concepts through play-based activities and tasks, then rewarded for responding with positive behavior. Treatment goals range from encouraging meaningful play (reciprocal play), to enhancing communication. Some children with autismhave difficulty expressing themselves effectively and appropriately. ABA therapy teaches important communication skills such as requesting versus demanding and conversational turn taking.Other common treatment goals include developing a self care routine(eating neatly, brushing teeth, toilet training, etc.) and working towards independence on various tasks. ABA is most often the starting point for the treatment of autism, as it creates foundational building blocks for the child to utilize when participating in other therapies such as speech or occupational therapy. ABA therapy is effective in supporting the child through various developmental stages. It’s often started when the child is a toddler and then goals are continually modified to match the child’s changing developmental needs.

How does ABA work?

Most often, children and parents receive ABAsupport from a Behavior Interventionist in the family home setting. Not only is this a convenient option for the parent, but ensures consistent weekly participation and practice of treatment goals. Another benefit of ABA therapy is observing the child in his/her natural environment, which allows the Behavioral Interventionistto observe the child within their family dynamic but also to effectively work on developmental skills such as feeding, toilet training, and other self help skills. Parents are usually encouraged to observe or participate in their child’s session, in order to understand the goals their child is working on and learn the necessary skills to support their child in practicing tasks between sessions. Once a task has been mastered “in-home” it’s common for ABA therapists to take the child and parent on community outings to practice the task in a public setting, which enables the child to generalize the new task. ABA service time depends on the severity of theautism spectrum disorder and the age of the child. Some children only require three hours per week, while other receive upwards of 40 hours per week. A typical amount of ABA support is usually about six hours per week.  Once a child has reached school age, in-home support might be reduced in order to accommodate the child’s academic support needs. Children with autism are provided with free IEPs(Individualized Education Plan) and Behavior Intervention is usually a typical service available to children with autism.

Who can practice ABA?

Behavior Interventionists work with children, adolescents, and occasionally adults with developmental disabilities to facilitate positive behaviors and to decrease negative, unhealthy, or destructive behavior. Behavior Interventionists may work in many settings such as a community clinic, in the client’s home, or in schools. Behavioral Interventionists work directly with the child and also build relationships with the parents, teachers, and any other treatment provider in the child’s life. Most Behavioral Interventionists understand the importance of collaboration between treatment providers and will often develop goals related to behavior and social interactions that may be worked on in a variety of settings. Behavior Interventionists must possess a bachelors degree. Supervisors of Behavior Interventionists are called Board Certified Behavior Analysts (BCBA) and have completed a masters degree, supervised experience, and have passed a certification exam.

Accessing ABA Therapy

Children with autism (ages 0-3) are entitled to free early intervention behavioral therapy services (in-home intervention) though the San Diego Regional Center. School aged children are also able to access free behavioral intervention support services through their IEP (Individualized Education Plan).Another option for ABA therapy includes private therapy through a clinic. Some insurance plans cover private ABA therapy, if a child has a documented diagnosis of an autism spectrum disorder. If you are interested in learning more about options for accessing ABA therapy for your child with autism we would encourage you to contact the OAS Center for more information at 619-431-5049. The Autism Speaks (auitismspeaks.org) and theSan Diego Regional Center (sdrc.org) websites offer great support to parents and both websites are easy to navigate. We would also encourage you to contact the OAS Centerat 619-431-5049 for more information.